Practical behaviour training and consultancy for primary schools.
I help primary schools create greater consistency, reduce disruption and equip staff to manage challenging behaviour with clarity and confidence.
Whether you need focused staff training or more comprehensive support to improve behaviour across your school, we'll start with what is actually happening in practice.
Most schools already have a behaviour policy.
The difficulty is making it work consistently, every day, across different classrooms, staff and pupils.
You might be seeing:
Low-level disruption repeatedly interrupting learning
Staff responding differently to the same behaviours
Consequences being applied inconsistently or not followed through
Pupils refusing instructions, leaving classrooms or escalating when corrected
A small number of pupils consuming a disproportionate amount of staff and SLT time
Staff becoming less confident about what they should do
Individual adaptations becoming difficult to manage consistently
These issues rarely improve through another policy rewrite alone.
The gap is often between what the school expects to happen and what actually happens when behaviour occurs.
That's the gap I help schools close.
Discuss your school's behaviour needs
My work focuses on three things:
Understand where behaviour is breaking down in practice.
What is working? Where is staff practice inconsistent? Which behaviours are causing the greatest difficulty? Where are systems becoming unclear or difficult to implement?
Make sure staff know what effective practice actually looks like.
Clear expectations. Predictable routines. Practical responses. Appropriate consequences. Strong relationships. Sensible adaptations where they're genuinely needed.
Help turn good intentions into everyday practice.
Because even a strong behaviour policy will have limited impact if expectations and responses vary significantly between adults, classrooms and situations.
Clear expectations. Confident staff. Consistent practice.
Different schools need different levels of support.
Some have one specific area they want to strengthen. Others need broader staff development. And sometimes training alone isn't enough — the challenge is diagnosing what needs to change and helping SLT implement it successfully.
A practical whole-staff training session focused on one priority area.
Choose from:
Culture & Consistency
Strengthen expectations, routines, boundaries, consequences and consistent staff practice while maintaining positive relationships.
Eliminating Low-Level Disruption
Practical strategies for preventing and responding to the everyday behaviours that repeatedly interrupt teaching and learning.
Reducing & Managing Challenging Behaviour
Help staff prevent, manage and reduce more significant behaviours including refusal, defiance and escalation.
Includes a brief pre-training consultation with SLT, live staff training and supporting resources.
Whole-School Behaviour Training Programme
A structured three-part programme for schools wanting to strengthen behaviour practice across the whole staff team.
Includes all three training sessions:
1. Culture & Consistency
2. Eliminating Low-Level Disruption
3. Reducing & Managing Challenging Behaviour
Plus:
Initial SLT consultation to identify priorities
Training adapted around your school's context
Supporting resources
Follow-up SLT implementation review to discuss progress, remaining barriers and next steps
For schools that need more than training alone.
Where behaviour challenges are more complex, consistency has become difficult to achieve, or previous approaches haven't resulted in sustained improvement, I can work more closely with SLT to diagnose the issues and support implementation.
The partnership can include:
In-depth SLT diagnostic
Staff behaviour audit
Behaviour policy and systems review
Identification of whole-school priorities
Behaviour improvement and implementation planning
All three whole-staff training sessions
Ongoing SLT implementation meetings
Support with emerging barriers and challenges
Follow-up evaluation and recommendations
Rather than simply delivering training and leaving, the focus is on helping SLT turn the approach into consistent everyday practice.
I've spent more than 20 years working with children and young people, including extensive experience supporting challenging behaviour across primary schools, secondary education and youth settings.
My experience includes working as a primary teacher, Learning Mentor and youth worker, alongside delivering behaviour training to school staff.
That experience has shaped my approach.
I believe effective behaviour practice needs both authority and affection: clear expectations, appropriate boundaries and consistent follow-through alongside warmth, understanding and strong relationships.
My training isn't about giving staff another complicated initiative to remember, it's about helping schools establish practical approaches that staff can understand, use and sustain.
You don't need to decide before getting in touch.
We'll discuss what's currently happening, what you've already tried and what you want to improve.
I'll then recommend the level of support I believe is appropriate — whether that's one focused training session, the full staff programme or more comprehensive behaviour improvement support.
Discuss your school's behaviour needs
No obligation to commit to a programme. The first step is simply understanding what your school needs.
"The ideas you shared were exactly what we needed. Your insights about school culture were especially powerful—we went on to develop a clear plan of action as a result."
Jen – Headteacher
"I would highly recommend this training especially for schools facing similar behavioural challenges. The training was grounded in real-life experiences, making it both practical and relevant. Jon communicated with staff in a relatable and engaging way, providing realistic strategies that could be implemented immediately."
Akos - Assistant Principal
"The training is excellent, and Jon is very down to earth and on a level with staff."
Jess – Assistant Headteacher
“I was nervous about the new year, but with clear routines and expectations in place, I feel much more confident and things are going well.”
Nicole – Year 4 Teacher